Ibri QA Newsletter-3rd Issue

Ibri

Issue 03, May, 2016 : Published by Quality Assurance Department, College of Applied Sciences - Ibri , Ministry of Higher Education

In This Issue: CAS Mission, Vision, Values and Goals Page 2
Professional Development of QA Department Staff Page 3
Quality Assurance Department : News and Events Page 4-5
OAAA Updates Page 6
Academic Staff Contributions Page 7-14
CAS- Ibri, Students & Graduates Reflect Page 15-17

[email protected] ibri.quality.assurance ibriquality
1

CAS Strategic Plan (2015-2020)

CAS Mission
The mission of the CAS is the provision of targeted high-quality programs that are responsive to labour market needs and prepare
graduates for employment in line with national plans and contribute to the achievement of sustainable development.
CAS Vision
CAS aspires to gain national recognition as an applied sciences hub, providing practical and innovative solutions for the ever-changing
local and national needs.
Values
In its overall performance CAS is committed to the following core values:
• Professionalism: CAS combines knowledge and skills with competency, honesty, accountability , responsibility and ethical behaviour.
• Transparency: CAS acts in all matters with integrity, openness and fairness.
• Loyalty: CAS instils in its students, faculty and staff the value of being committed to the advancement and well-being of the nation.
• Recognition of Creativity: CAS is committed to the pursuit of inquiry, discovery and creation and dissemination of knowledge.
• Partnership: CAS collaborates and engages with other educational institutions, students, the industry and the community at large
for applying knowledge to the well-being of the nation.
• Service orientation: CAS adopts the highest standards of services and effectively and efficiently manage its resources.

CAS Strategic Plan (2015-2020) Goals

2

Professional Development of QA Staff

Benchmarking workshop by OQNHE

Oman Quality Network in Higher Education (OQNHE) organised a workshop on Benchmarking
November 4, 2015. The workshop took place in the College of Financial Studies and
Banking and was attended by members of OQNHE, representatives from higher edu- Benchmarking is the process of identi-
cation institutions and quality assurance staff. Mrs. Thuraiya Al Mamari, the head of fying, understanding, and adapting out-
QA Department, and Mrs. Ameena Al Yaqoobi, quality assurance specialist, from the standing practices from organizations
Quality Assurance Department at CAS Ibri attended the workshop as representatives anywhere in the world to help your or-
of CAS Ibri. ganization improve its performance.
The workshop focused on defining benchmarking and its importance as a tool to
improve the quality assurance in higher education institutions. Different models for
benchmarking were presented during the workshop and the participants were trained
on how to do benchmarking in their institutions.

Risk Management Workshop by QASPIR

Quality Assurance Strategic Planning Institutional Research (QASPIR Consulting) con- Risk Management
ducted a workshop titled “Risk Management in Higher Education Institutions” which
took place in Crown Plaza Hotel, Muscat, Monday on November 23, 2015. The workshop Risk : the combination of the likelihood
was attended by Mrs. Thuraiya Al Mamari, head of QA Department, and Mrs. Ameena of something happening and the conse-
Al Yaqoobi, quality assurance specialist, from the Quality Assurance Department at CAS quences of it happening.
Ibri. The workshop focused on Criterion 1.8: Risk Management of OAAA’s Standards Risk Management: Coordinated activities
Assessment Manual which states that “the higher education institutions should have a to direct and control an organization with
risk management system which supports the identification, assessment, treatment and regard to risk –by identifying, analyzing,
monitoring of risk and enables the higher education institutions to address adverse events evaluating and treating threat.
and situations which arise”. The workshop mainly aimed at helping the participants to
understand the concept of risk management, develop a skeleton risk management plan
and apply a risk management framework for institutional risks.

3

Quality Assurance Department
News and Events

MOHE Delegation Visit CAS Ibri

A delegation from the Performance Evaluation in the ministry visited the college on October 10th, 2015. The visit aimed at following
up the quality audit report of the college which was issued by the Oman Academic Accreditation Authority (OAAA) and following up
the operational plans of CAS Ibri departments and centers. In addition, the challenges facing the quality assurance department and
the students were discussed in the visit.
The quality assurance department staff gave the team a presentation on the achievements of the department, the main challenges
and the current progress in the operational plan. Then, the visiting team met the heads of academic and administrative departments
and centers, representatives of the Student Advisory Council and representatives from the Design and IT departments and other
representatives from the Foundation program.

Operational Plans Discussed

The Quality Assurance department conducted a meeting on March 17th, 2016, to discuss the college departments’ operational plans.
The meeting was attended by the assistant dean, heads of academic and academic support centers and quality assurance committee
members. The meeting commenced with a brief summary of the components of the operational plan template. The summary was
given by Mrs. Thuraiya Al Mamary; head of the Quality Assurance Department. In addition,main challenges in the reviewed operational
plans were highlighted. Representatives from each center and department presented their operational plans while the audience
discussed thoroughly and provided enriched feedback. It is worth mentioning that the operational plans of CAS Ibri departments
and centers were discussed as a step prior their final approval by the college council.

4

Quality Assurance Department
News and Events

Benchmarking: a Workshop at CAS Ibri

The Quality Assurance Department at CAS-Ibri conducted a workshop on benchmarking titled “Benchmarking as a Tool for Quality
Improvement» on February 9th, 2016. The workshop was presented by Mrs. Thuraiya Al Mammary, head of QA Department.
Target audience were the assistant deans, heads of departments and QA committee team members. The workshop was conducted
in two stages; first the theoretical part which covered various topics including understanding the concepts, tools and techniques
of benchmarking, how to benchmark and choosing appropriate benchmarking models for certain benchmarking areas. Second, an
activity on how to benchmark.

PACD Holds Lecture on Evacuation in Educational Institutions

Representatives from the Public Authority for Civil Defense and Ambulance-Al Dhahira Governorate delivered a lecture titled “Evac-
uation of Educational Institutions” on Tuesday ,February 23rd, 2016at CAS Ibri premises. The lecture was as an initial step to prepare
the college staff and students for a real evacuation practice which will take place during the current acedemic year.
The lecture covered various topics which included evacuation practice goals and objectives, distribution of roles and responsibilities
of personals, preparation for facing disasters and training staff on the use of different equipment used during the evacuation. The
audience were made familiar with the different types of fire extinguishers and their usage.

5

OAAA Updates

Institutional Standards Assessment Manual
Approved & Launched

The Institutional Standards Assessment Manual (ISAM)was approved by Oman Academic Accreditation Authority Board early this
year.The manual was launched on Monday, March 21st, 2016 in a grand ceremony under the patronage of H.E. Dr. Said Al Rabiey,
Secretary General of the Education Council, and attended by various representatives of the higher education institutions in Oman
and concerned bodies.
A copy of the Institutional Standards Assessment Manual was presented to H.E. Dr. Said Al Rabiey, Secretary General of the Education
Council, the guest of honour.
The manual is considered an essential element of Institutional Standards Assessment process, as it includes the standards and criteria
which are used in the accreditation of higher education institutions. The institutional standards were benchmarked against standards
of international higher education quality assurance agencies and were contextualized for Oman. The draft standards went through a
process of national and international consultation, which included forming a Consultative Committee that included representatives
from HEIs in Oman.
The second stage of the Institutional Accreditation: Standards Assessment process will conclude with the following:
1- HEIs which meet the standards will be accredited
2- HEIs which exceed the requirements of the standards will be accredited with Distinction or Merit against these standards;
3- HEIs which do not meet the standards will be put on probation.

Fee for Institutional Accreditation-Stage 2 ‘‘Approved ’’

Fee for the second Stage of the Institutional Accreditation process, Standards Assessment, were approved by the Oman Academic
Accreditation Authority, (OAAA) Board and published for the Higher education institutions and the sector. The fees structure comprises
two components, one fixed and the other variable. The fixed charge has been determined at RO 25,000 for universities; RO 20,000
for university colleges and RO 15,000 for colleges. As for the variable fees, they are calculated on pro rata basis in relation to the
number of students registered in the institution: the adopted formula has put the charge at OR 2 per full-time student equivalent.
The fees are meant solely to cover the costs of the Standards Assessment operations and the expenses of the Standards Assessment
panels, which include members from overseas, as OAAA continues to seek international expertise for the best of the HEI and the
sector at large.
It is worth mentioning that the government of the Sultanate of Oman, out of commitment to supporting the higher education sector,
covered the costs of Stage 1 of the Institutional Accreditation process, Quality Audit, between 2008 and 2014 for all the public and
private HEIs alike, and plans to cover the costs the General Foundation Program (GFP) Audit.

6

Academic Staff Contributions

Aligning Assessments and Learning

by Edward Batulan Langcay
How well do we know if our students have learned at the end of a lesson, a course or a program? Where
do we want them to be and how do we know that they get there? These are some of the underlying
questions that must be considered in determining the core of the curriculum.
Developing a curriculum entails many substantial considerations. It starts from the vision of the in-
stitution down to the simplest activity in the classroom, putting primarily the learner as the center
of the educative process. It doesn’t only limit itself within the four corners of the classroom, rather it
goes beyond various peripheries such as stakeholders, the market, and the world. One of the primary
concerns in developing an effective and efficient curriculum is to align assessments, learning objectives
and instructional strategies.

Assessments reveal learning and performance of students through instructional strategies guided by the desired learning objectives.
Therefore, these three educational components need to be closely aligned so that they complement and reinforce one another. To
ensure that these three components are aligned, the following are the crucial considerations that we need to bear in mind.

Aligning Assessments, Learning Objectives and Instructional Strategies
The learning objectives describe what we want our students to achieve by the end of the lesson. These become the basis of conceptu-
alizing and creating assessments. We need to ask ourselves the question, what will I expect from my students at the end of the course?
The assessments implicate empirical information on student’s learning and performance on a subject matter with the purpose of
refining programs and improving student learning. These are systematically done in order to develop a clear understanding of what
students know, understand and can do as a result of their educational experience. What types of tests or tasks will determine whether
learners have achieved the desired learning objectives?
The instructional strategies include the classroom activities, instruction, technology, approaches, and methodologies in the delivery
of the lesson. Therefore, teachers should be creative, innovative and critical in incorporating activities that will reinforce the set
learning objectives and make students ready for the assessments. What activities will be integrated to support the learning objectives
and prepare students for the assessment?
What will happen if these elements are misaligned? Motivation and learning are at stake. For example, if the assessment focuses
on comparing and critiquing arguments, but the instructional strategies focus on organizing and summarizing, as a result students
do not learn the comparative and evaluative skills that will be assessed. This is also true when the set learning objective is analysis,
but the assessment only measures comprehension. Consequently, students become frustrated because the test doesn’t measure
what they have learned.
Assessments, learning objectives and instructional strategies significantly play fundamental roles in the curriculum. Each component
must be critically reviewed and analysed in order to make student learning and performance more meaningful. Thus, proper align-
ment of these components serves as a gateway to improving education.

7

Academic Staff Contributions

Five Top Factors That Affect Learning Environment Quality
in CAS, Ibri - A Student’s Perception Approach

by Dr. Amr Kamal
1. Learning environment problem and its effect:
There has been a long-term claim from business and industry that universities do not prepare students
adequately for the world of work. Many students don’t have the required basic skills for job market
needs. Significant increases in spending on education have produced “almost no acceleration” in the
performance of students.
We are living through a cultural shift that has taken us from an emphasis on teaching, to an emphasis
on facilitating learning. The only person who is educated is the person who has learned how to learn;
the person who has learned how to adapt and change; the person who has realized that no knowledge
is secure, that only the process of seeking knowledge gives a basis of security.

How best a learner can be served and transformed? This depends on the higher standards of learning environment procreated and
maintained by faculty staff. Learning to take place realistically, genuinely, and productively, a conductive learning environment is
required, which has to be structured for the benefit of students. Contributory and carefully materialized learning environment will
not allow the students to remain passive victims, instead activates them to actively participate in the learning situations and accu-
mulate fruitful learning experiences.
Thinking, curiosity, creativity, and motivation for self-learning are the key requirements for progressive learning. For better learning
to happen, active involvement of the learners is the most important prerequisite. Thus, they should be offered frequent participating
opportunities. When the learners are appropriately motivated, they work hard and put more energy to seek new information and
knowledge. Creating an ideal learning environment is one of the big challenges.
To enhance the quality of learning environment, the focus shouldn’t be just only on the contents to be taught, but also on student’s
state of learning and the environment in which the student has to learn. Creating a learner-centered class room is another challenge.
So, learning organizations represent a move from learning as reactive, isolated events to learning as a sustainable, proactive process
in the organization.
So, the objective of this article is to know the top five dominant learning environment factors that affect under graduate student’s
academic performance in (CAS), Ibri. The border time of this study is the fall semester of the academic year 2015/2016. Spatial border
of this study is a sample of 50 under graduate students of information technology department, (CAS), Ibri. In this survey, I used both
interviews and face to face questionnaire to collect data. Interviews were conducted with the faculty staff of (CAS) to know different
learning environment dimensions that may affect student’s academic performance in (CAS), Ibri, from their point of views. The survey
contains 75 open and close ended questions that reflect degree of satisfaction of students about the learning environment in CAS, Ibri.
2. Statistical data analysis, methodology, and results:
Statistical data analysis of survey result summary is shown in table1. I used a typical five-point Likert rating scale for questions. I have
asked participants to rate whether or not they were very unsatisfied, unsatisfied, neither satisfied or dissatisfied (unsure), satisfied,
or very satisfied about (CAS), Ibri learning environment. I used the weighted average method as a measure of central tendency. The
top five dominant learning environment factors that affect under graduate student’s academic performance in (CAS), Ibri, during the
fall semester of the academic year 2015/2016 are listed according to students’ perception from (1 to 5).
The most dominant factor was the faculty staff (weighted average = 4.2). This represents the importance of the continuous devel-
opment and evaluation of the faculty staff. The second factor was the material (weighted average = 4.04). This represents the im-
portance of the continuous evaluation, assessment and modification of the different materials to be up to date and to be very close
to the society needs. Also ensuring that the correct sequence of courses is applied and the right prerequisites of each course are
scheduled. Final exam time table was the third dominant factor (weighted average = 4). This is because that the college follows the
credit hour system and this sometimes lead students do more than one final exam on the same day. For example, in this semester
fall 2015 of the academic year 2015/2016, there are 646 students out of 6603 in the six colleges who have two exams on the same
day but on different times. On the average there are 108 students out of 1101 students in each college of the six colleges who have
this problem (about 9.8%).

8

Academic Staff Contributions

To be Continued...

Table1: Study result summary
This 10 % is high value and presents a burden and may affect student’s academic performance because a student does not have
a plenty of time to review materials before exams. This can be overcome by expanding the exam period. This will decrease the
number of doing two exams on the same day. The fourth dominant factor was the mid-term exam time table (weighted average =
3.92). All of the mid-term exams are conducted after the daily lectures from 4:00 to 5:00 PM. Some students don’t attend lectures
to study and prepare themselves for mid-term exam. High absence rate has a negative effect on student’s academic performance.
This can be overcome by dedicating a specific week without any lectures for conducting mid-term exams. This will let students
concentrate on their mid-term exams and will not enforce them to be absent. The fifth factor was the Internet (weighted average =
3.9). Some students suffer from Internet speed especially in the hostel. Sometimes Internet in (CAS) Ibri, will not be available at all
especially during long vacations. Some students don’t return back home during vacations especially who live far from Ibri such as
Salalah, or Sur. They prefer staying in Ibri hostel than returning back home. Cutting the Internet may affect their progress. They may
need it through doing researches, assignments, implementing their projects, and even amusement. So we can overcome this by not
cutting this service at all. So, decision and policy makers should take these learning environment factors and implement the suitable
actions and countermeasures that enhance student’s satisfaction.

9

Academic Staff Contributions

Employers Shift Focus to Ways to Avoid Intentional
Graduate Job Readiness Plagiarism

by Fida Mohammed by Dr. Ishtiaque Mahmood
In today’s world, it is a common Being an academician, we conduct
observation that work readiness has research to explore new possibil-
become an important integral se- ities and discover optimized solu-
lection criterion in the graduate as- tions. In this regard, one has to be
sessment process. Recent research very careful while searching the
has emphasized that employers are internet about existing work and
placing increasing value on gradu- quoting them into their own work.
ates being job ready. Work readi- An author should mark his or her
ness is believed to be indicative of boundaries as they think about
graduate potential regarding long research and transcribe. There
term job performance and career are a few techniques involved in

advancement. incorporating other author’s work into your individual inscription
According to a survey, it was observed that employers found col- and best ways to avoid intentional or unintentional plagiarism.
lege graduates lacking in some basic skills, particularly problem Quotations: If the write-up is to be quoted then, it must be similar
solving, decision making, and the ability to prioritize tasks. For to the original. It is essential that the document matches the source
most of the college students, after graduating from high school, text word by word and must be endorsed to the original author.
parents took major decision on their behalf. So the corporate Paraphrasing: A passage from any source can be rephrased into
employers are less likely to find someone who can take the right your individual words. It is also essential to endorse the same to
decision at the right time. the original author.
Employers claim that students who dedicate time and effort to Summarizing: The principal idea(s) are described by individual
their specialization or an outside-the-classroom activity, are able words, containing only the key fact(s), the authors should endorse
to grab multiple internship or OJT (On Job Training) opportunities the same to the original author.
during their program of study. They become ready to take on The originality of a writer shall be haunted as they are pronounced
leadership roles and are more likely to possess the skills needed guilty by the act of plagiarism. To avoid such an act of crime, they
for the workforce than students who glide through college. The should focus on some protocols on “How to avoid plagiarism?”
best skill that students can learn in college is actually the ability The pondered safety measures on avoiding plagiarism are as follows:
to learn i.e., students know what courses to take but more im- • An author or writer should cite his or her sources as they quote
portantly, they need to learn how to learn. or paraphrase or summarize ideas.
The best preparation for today’s job market is a mix of class- • No article or paper shall be composed as a patchwork nor reflect
room learning that can be applied in real-world experiences, or borrowed ideas.
a combination of academic experience and practical experience. • All ideas when borrowed should be referenced.
Companies look for employees who can think on their feet and • Adding references and avoiding duplication of text is a manda-
weave everything they know together to contribute to the success tory safety measure.
of the Organization. • Label the cited sources and keep track of them accordingly.
One of the most-sought-after employers in the international market, • The safety lock ensures the author from being black-listed in
Google, has found that it is increasingly hiring people with pure the community.
analytical and problem solving skills. College degree is no more • A double check on referenced sources is recommended.
a pre-requisite for its employment. • Better to have licensed plagiarism software.
If Higher Education institutions don’t provide the right blend of • Use of plagiarism freeware’s are also recommended.
academic and practical experiences that students need and stu- When all the safety measures are followed, they help the author
dents fail to take advantage of them, pretty soon we’ll see other not just to avoid plagiarism but adds credibility to the author
employers looking for alternatives to the college degree as well. himself/herself for their impeccable work.

10

Academic Staff Contributions

Curriculum Design, Retaining Best Talent in Higher
a Deciding Factor in Education
Students Employability
by Dr. Syed Ziaur Rahman
by Dr. Munesh Singh Performance Linked Increment (PLI)
For years curriculum design has – A strategy to adopt for retaining
often been a neglected part of the best talent and be productive
academics. Curriculum design as an organization.
includes updating the present Evaluation and development of an
curriculum as well as designing employee or organization go hand
a new curriculum from scratch. in hand and is a most important
Curriculum though being an vertical to be considered for
underdog has wider ramifications strengthening the strategic plan of
beyond academics. It decides the any higher educational institution
students’ employability in the for a sustainable growth of both.
job market along with directing
Narrowing our discussion to faculty, the traditional system of
the focus of knowledge enhancement in a particular setup or giving fixed increments aligning with years of experience is no
community. longer a good idea in this fast changing globalized competitive
Curriculum updates or designs are mostly done through ad-hoc environment where (quality) faculty retention is not very easy.
committees comprising of related subject matter experts. As it
can easily be observed, all the stakeholders are not included. The The word “Evaluation” is losing its original meaning because of
student community is the primary stakeholder in this process. this fixed increment concept. Studies indicate that the growth
The issues which directly affect students relate to their ability to and success of any higher educational institution largely depends
relate, assimilate knowledge as prescribed in the curriculum as on the satisfaction level of its academic employees, but at the
well leverage it for their employment. same time, institution should also be benefitted with any initiative
Another important stakeholder is the employer or the industry being adopted in satisfying employees. So, the component called
that provides employment in the region. Though, in this global Performance Linked Increment-PLI- in the salary structure of an
world, employment can be sought after anywhere, still many employee will not only motivate but also inspire them for a better
students prefer to work locally. Hence, there is an urgent need performance in the future helping the institution to be productive.
to involve the local industry into the curriculum design process. Thus, for instance, the Resolution on Innovation in Higher Education
A requirement study from the local employers can provide new 2010-2012, issued on January 2010 by the Ministry of Education and
set of inputs that need to be incorporated into the curriculum. Training of Vietnam, suggests a mechanism, in which presidents/
Curriculum design in technical studies such as Computer Science rectors of higher education institutions determine the pay scale
should have clear delimiters. Computer sciences like many for faculties in accordance with their contribution, and calls for a
other technical courses are evolving each passing day with new more effective annual evaluation of academic performance. On
research being added into the corpus. In order to include the the contrary, research has also shown that higher educational
latest developments, curriculum designers often err unknowingly institutions having a mechanism in parallel to PLI may attract
by including new subjects into the system with little thought on academic staff with higher abilities.
the learners’ ability to cope up with the new material. Hence Generally competitors hire competence and it’s very good to
the designers should ensure that the learner level matches up to compensate the competence within the organization helping
the desired curriculum update. In order to bridge the gap more retention. Accepting the fact that every higher educational
related fundamental courses need to be included to provide a institution hires the best talent, but when it comes to retain them,
gradual learning curve for the students. it’s still a challenge. With PLI, we can also tackle the concept
Curriculum design process per-se should not be under-estimated as prevailing in the academic circles that “employee staying long
it is the bed-rock for any serious academic impact on the society. may not serve institution”.
Obsolete as well as faulty curriculum can do more harm than When we adopt PLI, every employee will be forced to perform
good. It is imperative that curriculum design finds the same level better for his personal growth and as long as he stays, it will benefit
of seriousness and involvement as other academic processes duly him personally as well as achieve institutional objectives. It’s an
get. Ignoring this may seriously impact the competitiveness of an indirect way of linking the system of faculty remuneration with
academic institution as well detrimentally affect the employability HEI’s strategic goals. So, PLI should be viewed as an integral part of
of the students. quality assurance in higher education and implemented in a true
sense which will benefit every stakeholder and the institution itself.

11

Academic Staff Contributions

Emergence of Copy-Paste Culture, Solutions

by Carlton Azeez sentences. Some of the commonly used online scanners which
Technology and plagiarism go hand allows you to either upload a file or copy-paste the content is
in hand, whether it is used for or noplag.com, plagiarismsoftware.net and smallseotools.com.
against. In this digital age where In certain scanners, it becomes mandatory for a free signup with
there are over four billion pages on limited features. Plagscan.com, paperrater.com and plagiarism-
the internet, finding information on check.org are a few of them. Furthermore, Paperrater.com gives
any topic is just the matter of a few you added features like grammar check, language, and style check.
clicks. This unfortunately has led Nevertheless, there isn’t a full proof system that detects every
to the emergence of a copy-paste piece of digital plagiarism. In case where an article or material is
culture in academic writing. Using kept under institutional database and not made global, the scan
the internet, it becomes easier to reach of the scanning software system becomes limited. Another
use someone else’s words and ideas. limitation of these software is that it cannot access hardcopy
versions of written documents.
And without a proper citation, it becomes what is termed as digital As mentioned at the start, technology can be put to both positive
plagiarism. At times it may be unintentional; however, checking the and negative uses. Students in general may not welcome the use
credibility of one’s works will definitely enhance one’s academic of such detection software if they are used only as a surveillance
integrity. Doing it manually is practically impossible as it a tedious tool. Anti-plagiarism software can be effectively used by instructors
time-consuming process. to teach students to use sources correctly in order to minimize
‘Plagiarism detection software’ is a possible solution to restrict the occurrence of plagiarism and to optimize the originality of
digital plagiarism. Theses software play an important role in check- students’ work.
ing the authenticity of academic writing in a higher education
– research scenario. As in every software there is freeware (the Website reference :
free version) and shareware (the charged version). Some come http://www.worldwidewebsize.com/
as a standalone program that can be downloaded and used on http://turnitin.com/
the computer while most others are available online. These could http://www.scanmyessay.com/features.php
be available on different websites or come as an add-on feature https://en.wikipedia.org/wiki/Comparison_of_anti-plagiarism_
for LMS (Learning Management Systems like Edmodo, Moodle, software
Blackboard etc)
TURNITIN is an online software system that has been used widely Tips for Working Smarter
by reputed universities, colleges and schools in checking digital
plagiarism. The advantage of this software is its enormous database Set a target
which is updated continually by its own web crawler. Comparing Do the hardest task first
with billions of web pages and millions of academic and nonaca- Use to-do list and a do-later list
demic articles, it serves as the most popular detecting software. Plan your day the night before
Though it comes with a subscription fee, it is still favored by over Be organized
15,000 organizations. SafeAssign within Blackboard is a similar Delegate work where needed
system using which plagiarism can be detected. iThenticate is Create a conducive work environment
another web-based plagiarism checker with a subscription fee. Meditate (clears your mind, increases focus)
Since such software can be used only after paying a fee and that Delete limiting thoughts
possibly through an institution, students and researchers need Set a deadline
to look into other free options for plagiarism detection. VIPER Be on time
is a downloadable software from scanmyessay.com. This plagia- Eliminate time wasters
rism checker scans and detects from its 10 billion sources. The
advantage of VIPER is that it is free of charge. Plagiarism Checker
X is a trialware that allows you to use it for 14 days with certain
restrictions. It is similar to VIPER and allows you to download and
install it in your computer.
In addition, to these software systems, there are various online
sites that allow verification of the authenticity of your work. These
websites use multiple search engines to check for content matching
with the online resources. Mostly it searches for similar words and

12

Academic Staff Contributions

Reinforcing Learners’ Skills Through Enrichment Courses

by Tiesha M. Thomson Enrichment programs are non-cred- administrative staff members. Alexander Sen was the instructor
implemented this practice. it courses that give learners an op- for this course.
portunity to reinforce their skills or At the beginning of the course, he assessed his students. He ex-
to learn new ones. These cours- plained that he “used the stop and check and progress test in
es are non-credit and conducted the New Headway beginners’ level Teacher’s book. They were
apart from the regular curriculum also given some writing tasks associated with the material in the
schedule. It is an effective method book”. He discovered that his students’ language ability ranged
to augment individuals’ learning from “pre-intermediate to upper-intermediate” (A. Sen, person-
experiences in higher education. al communication, 2016). Post instruction, Mr. Sen stated (2016)
This article will explore how the that the students’ confidence in using the English language in-
English department at CAS-Ibri creased. He claimed that “doing the course seemed to motivate
them (the staff) and as the course progressed it seemed to re-
Enrichment Courses for Students fresh what they already knew.”
At Ibri College, enrichment courses gave the participants a
Ibri College contains a large number of motivated students eager chance to cultivate their language skills outside a traditional
to improve their English language skills. During the Fall semester, setting. It fostered a smaller learning environment where both
the department of English, initiated an enrichment program. This teacher, student, and/or staff member could collectively engage
program was designed to engage students in acquiring the English in a meaning acquisition of the English language skills. With the
language in a less formal, yet more realistic environment. The knowledge or skills acquired in these courses, participants en-
program offered courses specializing in a range of language skills hance their learning experiences.
such as listening, speaking, grammar, and writing.
Motivational Quotes
The instructors were given questionnaires to assess their experi-
ences with theses enrichment courses and instructors responded Every great dream begins with a dreamer. Always remember,
with a clear indication that an enrichment program is integral in you have within you the strength, the patience, and the pas-
the participants’ learning experiences. Cara Byleveldt commented sion to reach for the stars to change the world.
that these supplement courses are beneficial for two reasons. One,
the class size is a lot smaller and two, more time for students to Harriet Tubman
focus and enjoy learning the language (Cara Byleveldt, personal
communication, 2015). There are those who look at things the way they are, and ask
At the start of the courses, instructors gave a range of informal why… I dream of things that never were, and ask why not?
assessments to their students. The students’ ability ranged from
elementary level to upper intermediate. Students shared their Robert Kennedy
goals for the class and instructors agreed to meet their requests.
The classes were designed to practice things that students wanted All our dreams can come true, if we have the courage to pur-
to do rather than adhering to a set curriculum. sue them. Walt Disney
For example, the general listening and speaking course was altered
to a one-to-one basic grammar skills course. Miss Byleveldt noticed Dream is not the thing you see in sleep but is that thing that
an improvement in the student’s grammar skills towards the end doesn’t let you sleep. A.P.J. Abdul Kalam
of the course. “She (student) seemed to comprehend the basic
grammar rules better and implemented them in the worksheets” If you don’t build your dream someone will hire you to help
(Cara Byleveldt, personal communication, 2015). These courses build theirs. Tony Gaskins
are very useful in improving students’ learning experiences at
the tertiary level.

Enrichment Courses for Staff

In all my four years as instructor at Ibri College, the administrative
staff has expressed a keen interest in pursuing English language
courses while on campus. During Fall semester, the English de-
partment satisfied that request in a course entitled English for

13

Academic Staff Contributions

stakeholders and they work with the management and not only for
Change for the Sake of Change them. Why this is even more important is the fact that there are
can be Detrimental many changes that are ever so often retracted. Any change that
has not been deliberated upon before being effected runs the risk
by Alexander Sen of meeting this fate. Here another point needs to be emphasized
When we think about the word and that is the phase of piloting an idea up for change. Instead of
change there are two things that bringing in sweeping changes it is always more practical to first
we can easily associate with it. One pilot it and then factor in the findings before implementing it.
that it is inevitable, and the other Hence the old adage “change is good” is welcome as long as it is
that it is bound to create some not “change for the sake of change”.
uncertainty in the minds of the
people who are to bear the direct Course File: An Integral Compo-
result of that change. It is because nent in Quality Education
of the later that one needs to think
through every step of the way be- by Tahaseena Syed
fore initiating any kind of change. With the growing number of uni-
versities it is proved that there is
Change for the sake of change can be severely detrimental for considerable growth of interest in
both team motivation and efficiency. education too. The competitive
An initiative that is not thought through is bound to hit many spirit in education is increasing
roadblocks. This is especially so if there is a system in place which the competition among universi-
seems to have its cogs and wheels functioning just smoothly ties. Here arises a question right
enough. However, this argument runs the risk of effecting any away, how can an institution have
kind of change implausible. Therefore, it is important that we a prime mark of its own? What are
have clearly stated key performance indicators (KPI) which help the optimum goals that would help
us justify any new initiatives. an educational institution to be the
A clear set of goals would go a long way in justifying the reason
behind rocking the boat. Not implausible, theoretical goals that best than being one among others? Ultimately Quality, because
look good only on paper but real, clear, practical ones. Most impor- of its utmost importance in improving the standards of education
tantly, these goals need to be articulated to all the stakeholders. with respect to every aspect of academics.
Why has the need for change been felt by the one who wants There are many courses offered at an institution. Consideration
to initiate the change? Can it be that the reason for this change of equal quality importance of every course is must. However, the
is rooted in already proven success in an institution in another major concerns are centered on following questions: What will
part of the world? Mind you, I say in another part of the world, be the role of the instructor towards quality assurance? How to
which means the situation might not be all that conducive to improve and assure learning outcomes of students? How can an
effect similar changes in the institution at hand. Just because instructor design and deliver effective quality instructions? How
something works with some institutions there cannot be a guar- can instructors motivate students to learn? How can a new instruc-
antee that the said changes would help emulate similar success. tor understand the course for quality teaching? The only master
Here it is important to highlight that the lack of successful results answer key to any question is Course file. Course file is an epitome
cannot be always simply passed on to the lack of competence in of the course, and embodiment of quality. It succinctly covers all
the staff. The onus lies equally on the management to chalk out the salient points of the course. It is the collection of course plans,
a holistic tangible vision relevant to their own context and not course contents, course materials, Exam papers with solutions,
merely copying some practices. Sample student answer papers, Results, Reports, Feedbacks and
A management can hope to successfully carry out desired changes suggestions for improvement of the course. Recommendations
only with the willing support of its employees. For this it is imper- to prepare instructors for quality education can be made by the
ative that the management takes on board all the stakeholders institution with the help of Course files.
before a change is initiated. Instead of informing at a meeting Ultimately, to ensure effective instruction it is important to know the
that the manager has a great idea which all will have to follow challenges and barrier of the instructors towards the course, and
from now on. This is in direct contrast to the prevalent models of role and responsibilities to be adapted by the instructor. Updated
parallel communication rather than a top down one. After all it is Knowledge about the course helps improve goals of instructors
the employees who would be expected to live with the change.A professionally and learners academically, which in turn acts as a
change that looks good from one perspective might not pan out stepping stone towards academic excellence. However, for any
to be practically plausible on the ground. Therefore, it is always course and specially courses that are taught for special purpose
advisable to weigh in the first hand experiences of the customer which are a support system to the other majors, concept of course
facing employees. This helps the employees feel that they are equal file is a necessity.

14

CAS- Ibri, Students & Graduates Reflect

Towards Frequent Student Visits to Learning Resources Center, LRC

by Kholoud Al Yahyai*
Any successful educational institution which seeks the progress of its learners has to have a Learning Resource Center (LRC). This center
contains a group of resources that are available to the college community as an access point to the world of knowledge and learning.
Ibri College of Applied Sciences provides students with LRC in the center of the college. It contains two types of resources;one type
is in a form of printed materials (books, newspapers, bulletins and maps) and the second type is non-printed
materials (old manuscripts,memos, electronic books in PDF, CDs/DVDs and Microfilms). Moreover, LRCstaff are always keen to add
the latest versions of library books every year. LRC at Ibri CAS also provides Internet service, media room and software programs
which facilitate the process of searching, studying and reading. However, these varied options and useful services failed to encourage
students to regularly visit the LRC.
There are many reasons that restrict students from going to the LRC. First reason is that students time is full of lectures and the rest
hours are usually used to finish assignments or to take rest. In this case, students should manage their time properly and try to have
some time for reading and searching. It is not a must to read in the LRC as you can borrow your favorite book and read it in your
rest time.
The second reason is that some students think that the LRC is just meant to complete projects. LRC, in fact, is an essential part of
the learners’ life as it is a place to get course-related information, and to achieve personal interests. Third reason that stops students
from reading or borrowing from the LRC is that there is no awareness about the importance of reading and there is no enough
puplicity about the updates of the LRC services.
Fourth reason can be that some students do not like reading books at all. Here, the LRC should provide some books in the form of
videos in CDs/DVDs, so they can watch, enjoy and get knowledge at the same time. Fifth reason is that the way of displaying books
is not very practical. For example, they should give a small introduction of all sections and write in front of each section the books
that it contains.
Having discussed the possible reasons for this issue, let’s now look at some possible solutions.There are several ways that can help in
encouraging students to visit and use the LRC. One idea is to give prizes for the most regular visitors. This can be regulated by asking
the students to provide summaries for the books they have read.
Also, the communication between the LRC and students should be developed by using Social Media in which the LRC can raise the
awareness of learners. Another idea is that they can put small board in front of the LRC which contains regular quizzes and compe-
titions for students to encourage them to use the LRC resources and services as participants in these competitions.One of the most
important points is that they should appoint a specialist who helps readers in searching for a particular book or materials.
Learning Resource Center (LRC) is an important place in any educational institution as it helps in producing powerful minds. Some-
times the way of introducing a book or the way of providing the service can play a big role in attracting visitors and users. However,
students should also genuinely try their best to be regular visitors to the place of knowledge and learning. They should know that
reading books is essential in building their minds and shaping their personalities.

* 2nd year IT student

15

CAS- Ibri, Students & Graduates Reflect

Working on Sniper Project: A Gratifying Experience

by Maya Al Ghafri *
Ibri College of Applied Sciences was not just a place where I studied! It was more than that,I named it «College of life» .For me,
college considered the second home for a student,and college life is the period of time which enriches students’ minds with some
great unforgettable memories to cherish forever.
Today and after graduation I’m very sad that my college life reached an end. I have lots of memories attached to college life. Everything
that happened to me during college is significant. One of my most memorable and gratifying experience is being selected as first
place winner of software development student competition (SPC) 2015 for the final year project (The Sniper). Sniper is an android
mobile-application project which can be used to predict wadis on roads. This project was developed with the supervision of Mr.
Mohammed Kayed – Assistant Professor of Information Technology. The idea of this project depends on archival data of weather
reading and specific modeling. It aims at helping drivers to know if there are some wadis crossing the road or not.
The project was first developed by specifying the points which are always crossed by wadis. The second step wascollecting their
archival data including (temperature, pressure, and rainfall). After that, these important data were uploaded to one of data mining
programs which depend on neural network technique, to make modeling for the flow level of wadis and for the amount of rainfall.
Using this application, the drivers should specify the starting pointof the tripand their destination or the end point. Then the program
will automatically studythe route and check any possible wadis the driver might face, and it will compare the current weather of the
road with archive data. As a result, the system will give notification for the driver if the wadi is active or not.
Today after a lot of hard work and determination, I have been accepted by the Ministry of Higher Education to complete my master
degree. I realized that reaching success is not easy. Humans have to continue trying to pursue their dreams no matter how hard or
for how long. They should never give up!
*IT Graduate

CAS - Ibri: A Treasure of Memories

by: Taymora Al Ghawi *
The first time I joined Ibri College, the experience was so different from anything else that I had experienced earlier. People were
different, the buildings were bigger than the ones in my school, and the learning process seemed more challenging. I kept asking
myself, would life at CAS Ibri be difficult or easy? As days went by, things become clear and I could understand all those things which
were once ambiguous.
Being with different people from different places was the most difficult situation that I faced. However, now I feel that there are no
real differences between me and the others. In fact I feel as if we are all one big family. I was also able to participate in student’s
activities. This experience gave me the chance to discover my talents and to show others what I am capable of. In college, people
compete to achieve the best and to show their abilities, and that is what I have tried to do every day. Also, there are other exciting
things which we as students have to do along with our studies such as working within a team, participating in social events, being
creative, and the important thing that we have to do is to provethat we are very pro-active. On the other hand, there are other things
which we have to be careful about at the college. Students, for example; have to learn how to deal with negative people and thoughts
as this may affect them. Last but not the least, I want to write about my membership in the Students Advisory Council at the college,
which opened new doors to me and taught me many lessons. This experience made me someone different than what I was earlier.
I have faced different situations and this exposure has helped me to learn new things and made me more confident and independent.
I have learnt to appreciate the changes that have come about in my personality and I am happy that I have become the Taymora
that I have always been dreaming of.

*Final Year IT Student

16

CAS- Ibri, Students & Graduates Reflect

Serving Local Community Through Students Research Projects

by Amal Al Muqarshi *
The future of graduates varies not only because of the variety of their study degrees but also for the fact that they have different
creative and intellectual abilities. For some the future is in the job they will occupy whereas for others it is in what they are capable
of and beyond the work environment.
I started my research journey by participating in some innovative student projects that aim at serving the local community in
different ways. For example, we developed several electronic systems which serve the community. The first project was a Warehouse
Management System for the Directorate General of Regional Municipalities and Water Resources. The second one was the Voting
System for the Student Council and the third one was the Zia Al-Islam School system. Then, I had the opportunity to participate
as a research assistant at the college by working in a major project titled “Building and Analyzing an Efficient and Scalable Arabic
Information Retrieval System Based on XML and Semantic Web Technologies”,funded by the Scientific Research Council in Oman
under the supervision of the principal investigator Dr. Awny Sayed and a team of researchers from the same college.
Understanding the researcher intent and the contextual meaning of terms as they appear in the searchable data space is a challenge
that has been addressed and handled by many search engines.This project aims at providing a more advanced research material
that serves the technological society better in overcoming such challenges. It offers some possible solutions that help in defining the
problem and highlighting the effective way of implementing the semantic search engine (CASEng)of the CAS colleges.
This system supports the search in both languages Arabic and English and is based on the modern generation of the Semantic Web
technologies, Ontology and RDF. These technologies are chosen as they help in moving the process of searching from (keyword-
based search), as in Google and other search engines to the future vision of understanding the contextual meaning of the words
(semantics-based search).
The whole experience of working on this project was great. It taught me many skills and it gave me the chance to work within a
team. It is also worth mentioning that one of the papers which highlighted the problem of this project closely,has recently won the
National Award for scientific research led by a young researcher (a non-PhD holder).
In conclusion, I believe that scientific research should always be an essential part of in our life. Thus, I advise researchers to work
under the principle of “B,S& T» which stands for «Blood, Sweat and Tears”. This phrase refers to the fact that great achievements
lies in hard work and intensive efforts for the benefit of the team.

*IT Gradute

17

‫‪Ibri QA Publications:‬‬
‫… ‪And the journey continues‬‬

‫)‪(Aristotle‬‬ ‫‪Issue 02, May, 2015‬‬

‫‪Issue 01‬‬ ‫‪In this Issue‬‬ ‫‪IN THIS ISSUE:‬‬
‫‪April, 2014‬‬
‫‪1. Factors that Promotes Academic Excellence‬‬
‫‪2. Stimulating Students to Write‬‬ ‫‪CAS Strategic Plan Approval ............2‬‬
‫‪3. Best ways of Handling Plagiarism‬‬ ‫‪OQNHE 3rd Conference ...................7‬‬
‫‪4. Benchmarking‬‬ ‫‪QAD Visit to Ibri College of Technology‬‬
‫‪5. Quality Events & News‬‬ ‫‪.........................................................8‬‬
‫‪CAS Policy Project on Right Track .....9‬‬
‫‪1- What are your impressions on various‬‬ ‫‪The Quality Assurance Department along with the chief‬‬ ‫‪Exclusive Focus on OAAA ...............10‬‬
‫?‪aspects of Quality Assurance in our college‬‬ ‫‪committee will work on the Quality Audit report and use‬‬

‫‪The College of Applied Sciences, Ibri, accords‬‬ ‫‪recommendations to implement plans and mechanisms.‬‬ ‫‪Dean’s Word‬‬
‫‪great care and attention to all aspects of‬‬ ‫‪Continuous follow ups of the progress are made in this‬‬
‫‪Quality Assurance and invests a lot of effort to‬‬ ‫‪regard. In addition, all departments prepare their opera-‬‬ ‫‪Quality of education is of great importance for‬‬
‫‪ensure that all related functions are performed‬‬ ‫‪tional plans according to a uniform template provided by‬‬ ‫‪higher education providers. It has become a must‬‬
‫‪at the highest level of proficiency. One example‬‬ ‫‪the QA department.‬‬ ‫‪for any educational institution seeking to be a‬‬
‫‪leader in the domain of higher education. It is only‬‬
‫‪is the review of the academic programs offered‬‬ ‫?‪3 -What is your vision for QA at CAS, Ibri‬‬ ‫‪through the implementation of QA measures,‬‬
‫‪in the college which took place during the‬‬ ‫‪institutions can achieve and maintain high standards‬‬
‫‪in the long run.‬‬
‫‪ctqptjohaurubekoraergmclenirthnayaatmrntkaoysgeeetea.assnrrt.soeeucprBcaeuylirfgturhdnirnaoetghtidnetignhrwetthishtiehenis,AthceliencasortlilvteugisteiioohnnaasilsgaokaelsyafWinancdteetogoarrbraejtleowpcaoatrrictvkhoienifsgethvtoeewiraddctQoruaeduwlipstlayuaalprrirrtedtroymosuvAietniiisdnnnsitecnasuo.glrlrsapgocnorocertlheaaleattiDegnt regeitspubcqaepeurtnpcamotolrietmreytnsettoasaasthnanedand‬‬
‫‪Symposiums and workshops are conducted by‬‬
‫‪Among the various aspects which receive focal‬‬ ‫‪4-How in your opinion a clear vision of the college can‬‬ ‫‪(HEIs) to establish and maintain quality culture with‬‬
‫‪attention in CAS, Ibri, is scientific research. We‬‬ ‫?‪affect the quality assurance‬‬ ‫‪a belief that such gatherings provide an excellent‬‬
‫‪have some research projects under the supervi-‬‬ ‫‪opportunity for sharing ideas and experiences.‬‬
‫‪sion of the Research Council. In addition, our‬‬ ‫‪A clear vision is a key factor to achieve institutional goals‬‬
‫‪research papers are published in national and‬‬ ‫‪and objectives as it reduces the time and effort spent by‬‬ ‫‪The College of Applied Sciences, Ibri, accords‬‬
‫‪international journals and some of them are‬‬ ‫‪senior management for taking decisions.‬‬ ‫‪great care and attention to all aspects of quality‬‬
‫‪accepted for presentation in local and interna-‬‬ ‫‪assurance and invests efforts to ensure that all‬‬
‫‪tional conferences. Regarding industrial and‬‬ ‫‪5- What would be your advice for the Quality Assurance‬‬ ‫‪related functions are performed at the highest‬‬
‫‪community engagement, CAS, Ibri, has strong‬‬ ‫?‪Department‬‬ ‫‪level of proficiency. CAS, Ibri, strives to communicate‬‬
‫‪ties with both aforementioned sectors by way‬‬ ‫‪the quality culture to all its staff to ensure that‬‬
‫‪of conducting professional training courses,‬‬ ‫‪The Quality Assurance Department plays a major role at‬‬ ‫‪quality remains an integral part of their daily tasks.‬‬
‫‪workshops and open meetings.‬‬ ‫‪all levels in any institution of higher education. It will‬‬
‫‪continue to play a key role in the future as well considering‬‬ ‫‪We are confident that this newsletter will be of‬‬
‫‪2- How do you evaluate the college during‬‬ ‫‪the rapid pace at which the colleges are expanding. QA‬‬ ‫‪benefit for all CAS Ibri stakholders as well as for all‬‬
‫‪the current stage, i.e, after receiving the‬‬ ‫‪is a must for any educational institution seeking to be a‬‬ ‫‪those who are involved in quality assurance practices‬‬
‫?‪Quality Audit Report‬‬ ‫‪leader in the domain of higher education. It is only‬‬ ‫‪in the community.‬‬
‫‪through the implementation of QA measures,that the‬‬
‫‪college can hope to achieve and maintain high standards‬‬ ‫‪Dr. Jehad Al-Khalaf‬‬
‫‪in the long run.‬‬ ‫‪The Dean‬‬

‫‪e-mail: quality- [email protected]‬‬

‫‪e‬‬ ‫‪1‬‬

‫‪1‬‬ ‫)‪QA Newsletter, Issue 02 (English Version‬‬

‫)‪QA Newsletter, Issue 01 (English Version‬‬

‫ﻣﻠﺤﻖ ﺗﺼﺪﺭﺓ ﺍﻟﻠﺠﻨﺔ ﺍﻹﻋﻼﻣﻴﺔ ﺑﺎﻟﺘﻌﺎﻭﻥ ﻣﻊ ﻗﺴﻢ ﺿﻤﺎﻥ ﺍﻟﺠﻮﺩﺓ‬ ‫ﻛﻠﻴﺔ اﻟﻌﻠﻮم اﻟﺘﻄﺒﻴﻘﻴﺔ ﺑﻌﺒﺮي‬ ‫"اﻟﻘﻨﺎص"‬
‫ﻗﺴﻢ ﺿﻤﺎن اﻟﺠﻮدة‬ ‫ﻞ ﻣﺸﺮو ِع ﻃﻼﺑ ﱢﻲ ﻋﻠﻰ ﻣﺴﺘﻮى ﻛﻠﻴﺎ ِت اﻟﻌﻠﻮ ِم اﻟﺘﻄﺒﻴﻘﻴ ِﺔ‬

‫ﻣﻠﺤﻖ ﺗﺼﺪرة اﻟﻠﺠﻨﺔ ا ﻋﻼﻣﻴﺔ ﺑﺎﻟﺘﻌﺎون ﻣﻊ ﻗﺴﻢ ﺿﻤﺎن اﻟﺠﻮدةﻣﺒﺪأ اﻟﻜﺎﻳﺰن‬ ‫ﻐﺎﻓﺮي‬
‫ﺗﻄﻮﻳﺮ ﺑﺮﻣﺠﻴﺎت‬
‫اﻟﻌﺪد اﻟﺜﺎﻧﻲ‪ ..‬ﻣﺎﻳﻮ ‪٢٠١٦‬م‬

‫ﺍﻻﺿﻄﺮﺍﺭ ﻹﻋﺎﺩﺓ ﺷﺮﺡ ﺑﻌﺾ ﺍﻟﻤﻔﺎﻫﻴﻢ‬ ‫)‪ (改善‬ﻛﻠﻤﺔ ﻛﺎﻳﺰﻥ ﻫﻲ ﻛﻠﻤﺔ ﻳﺎﺑﺎﻧﻴﺔ‬ ‫ﺗﻜ ْﻦ ﻛﻠﻴ ُﺔ اﻟﻌﻠﻮ ِم‬
‫ﻟﻠﻄﻼﺏ ﻓﻲ ﺑﺪﺍﻳﺔ ﺍﻟﻔﺼﻞ ﺍﻟﺪﺭﺍﺳﻲ ﺑﺎﻟﺮﻏﻢ‬ ‫ﻣﺮﻛﺒﺔ ﻣﻦ ﺟﺰﺋﻴﻦ ﺗﻌﻨﻲ »ﺍﻟﺘﻐﻴﻴﺮ‬ ‫ﻘﻴ ِﺔ ﺑﻌﺒﺮي ﻣﺠﺮ َد ﻣﻜﺎ ٍن‬
‫ﻣﻦ ﺃﻧﻪ ﻗﺪ ﺳﺒﻖ ﻟﻠﻄﻼﺏ ﻭﺃﻥ ﺩﺭﺳﻮﻫﺎ ﻓﻲ‬ ‫ﻟﻸﻓﻀﻞ«‪ ،‬ﻭﻫﻲ ﻓﻠﺴﻔﺔ ﺍﺑﺘﻜﺮﻫﺎ ﺍﻟﻴﺎﺑﺎﻧﻲ‬ ‫ﻓﻴ ِﻪ دروﺳﻲ وأﻟﺘﻘﻲ ﻓﻴﻪ‬
‫ﻣﻮﺍﺩ ﺳﺎﺑﻘﺔ ﻭﻫﺬﺍ ﺗﻜﺮﺍﺭ ﻟﺠﻬﺪ ﻭﺗﻀﺎﺭﺏ‬ ‫ﺗﺎﻳﻴﺸﻲ ﺃﻭﻫﻮﻧﻮ ﻛﻮﺳﻴﻠﺔ ﻟﺘﺤﻘﻴﻖ‬ ‫ﻓﺤﺴﺐ؛ ﺑ ْﻞ ﻛﺎﻧ ْﺖ أﻛﺜ َﺮ‬
‫ﻟ َﻚ ﺑﻜﺜﻴﺮ‪ .‬ﻓﻴﻤﻜﻨﻨﻲ‪-‬‬
‫ﻣﺼﺎﻟﺢ ﺑﻴﻦ ﺍﻟﻤﻮﺍﺩ ﺍﻟﻘﺪﻳﻤﺔ ﻭﺍﻟﺠﺪﻳﺪﺓ ‪.‬‬ ‫ﻓﻲ ﻫﺬا اﻟﻌﺪد‪:‬‬

‫‪ 1‬ﻣﺮﺣﻠﺔ ﺗﺪﻗﻴﻖ ﺍﻟﺠﻮﺩﺓ ﺑﻜﻠﻴﺔ ﺍﻟﻌﻠﻮﻡ ﺍﻟﺘﻄﺒﻴﻘﻴﺔ ﺑﻌﺒﺮﻱ‬ ‫ﻡ ‪ - 3‬ﻣﻮﺭﻱ‪ :‬ﻭﻫﻮ ﺍﻟﻬﺪﺭ ﺍﻟﻨﺎﺗﺞ ﻋﻦ ﺯﻳﺎﺩﺓ‬ ‫‪1‬‬ ‫ﻓﺨﺮ واﻋﺘﺰاز‪ -‬أ ْن أﻃﻠ َﻖ‬
‫‪ 2‬ﺍﻋﺘﻤﺎﺩ ﺍﻟﺨﻄﺔ ﺍﻹﺳﺘﺮﺍﺗﺠﻴﺔ ﻟﻜﻠﻴﺎﺕ ﺍﻟﻌﻠﻮﻡ ﺍﻟﺘﻄﺒﻴﻘﻴﺔ‬ ‫زﻳﺎرة اﻟﻤﺘﺎﺑﻌﺔ اﻟﻤﻴﺪاﻧﻴﺔ ﻟﺘﻘﺮﻳ ﺍﺮﻹﺗﺟﺪﻬﺎﻗﺩﻴ ﺍﻖﻟﺒاﻟﺪﻧﺠﻲﻮ ﻟدﻠةﻤﻮﻟﻠﻇﻔﻴﻜﻠﻦﻴ ﻭﺔﻣﻦ ﺫﻟﻚ‬ ‫ﻟﻘ َﺐ‪" :‬ﻛﻠﻴ َﺔ اﻟﺤﻴﺎة"‪،‬‬
‫‪ 3‬ﻣﺴﺘﺠﺪﺍﺕ ﺩﻟﻴﻠﻲ )ﺍﻟﺘﻘﻮﻳﻢ ﻣﻘﺎﺑﻞ ﺍﻟﻤﻌﺎﻳﻴﺮ ﺍﻟﻤﺆﺳﺴﻴﺔ(‬ ‫ﻤﺜﺎﺑ ِﺔ ﺑﻴﺘﻲ اﻟﺜﺎﻧﻲ اﻟﺬي‬
‫ﺍﺳﺘﻤﺮﺍﺭ ﻋﻄﻞ ﺍﻟﻤﺼﺎﻋﺪ ﻓﻲ ﺍﻟﻤﺒﺎﻧﻲ‬ ‫ُ ﻋ ﱠﺰ وﺟ ﱠﻞ ﺑﺤﺼ ِﺪ اﻟﺪرﺟﺎ ِت اﻟﻌﺎﻟﻴﺔ‪،‬‬ ‫ﻓﻴﻪ‪ ،‬وﺧﺼﻮﺻ ًﺎ ﺣﻴﻦ أﻛﺮﻣﻨﻲ ا‬

‫ﺍﻟﺸﺒﻜﺔ ﺍﻻﻟﻜﺘﺮﻭﻧﻴﺔ ﺃﻭ ﺑﺴﺒﺐ ﺿﻴﺎﻉ ﺍﻟﻮﻗﺖ‬ ‫ﺍﻟﻌﺎﻟﻴﺔ ﻣﻤﺎ ﻳﻔﺮﺽ ﻋﻠﻰ ﺍﻟﻤﻮﻇﻔﻴﻦ‬ ‫‪2‬‬ ‫ﺢ اﻟﻤﺠﺘﻤ ُﻊ اﻟﻤﺤﻠﻲ ﻳﺸﻴ ُﺮ إﻟ ﱠﻲ ﺑﺎﻟﺒﻨﺎن؛ ﺗﻔﻮﻗ ًﺎ وﺗﻤﻴﺰاً‪.‬‬
‫ﻭﺍﻟﻤﺎﻝ ﻭﺍﻟﺠﻬﺪ ﺑﻌﺪ ﺍﻷﻣﻄﺎﺭ ﻟﻠﻌﻴﻮﺏ‬ ‫أﺣﺪاث وﻓﻌﺎﻟﻴﺎت ﻗﺴﻢ ﺿﻤﺎن اﺃﻟﻋﻠﺳﺘﺠﻰﺨﻮﺪﺻﺍدﺤﻡةﺔﺍﻟﺑﺪﻌﺭﺝﻀﻬﻭﻢﻫ‪.‬ﻮ ﺍﻷﻣﺮ ﺍﻟﺬﻱ ﻗﺪ ﻳﺆﺛﺮ‬ ‫ﻦ ﻛﻠﻴﺔ اﻟﻌﻠﻮم اﻟﺘﻄﺒﻴﻘﻴﺔ ﺑﻌﺒﺮي ﻣﺠﺮد ﻣﻜﺎن أدرس ﻓﻴﻪ ! ﺑﻞ ﻛﺎﻧﺖ‬
‫ﺍﻟﻤﺼﻨﻌﻴﺔ ﻓﻲ ﺍﻟﻤﺒﺎﻧﻲ ﻭﺍﻟﺒﻨﻴﺔ ﺍﻟﺘﺤﺘﻴﺔ‬ ‫ﻦ ذﻟﻚ ﻓﻜﻠﻴﺔ اﻟﻌﻠﻮم اﻟﺘﻄﺒﻴﻘﻴﺔ ﻳﻤﻜﻨﻨﻲ ﺗﺴﻤﻴﺘﻬﺎ "ﻛﻠﻴﺔ اﻟﺤﻴﺎة"‬
‫ﻌﺘﺒﺮ اﻟﻤﻨﺰل اﻟﺜﺎﻧﻲ اﻟﺬي أﺣﻴﺎ ﻓﻴﻪ وﻣﻨﺬ أن ﺗﻤﻴﺰت ﻓﻲ ﺗﺤﺼﻴﻞ اﻟﺪرﺟﺎت‬
‫ﻟﻠﻤﺆﺳﺴﺔ ‪.‬‬ ‫ﺔ أﺻﺒﺤﺖ ذات ﺷﺄن وﻗﻴﻤﺔ ﻓﻲ اﻟﻤﺠﺘﻤﻊ !‬
‫ﻓﺄﻱ ﺗﻐﻴﻴﺮ ﻃﻔﻴﻒ ﻳﺆﺩﻱ ﻋﻠﻰ ﺍﻟﻤﺪﻯ‬ ‫ﺍﻟﺘﺤﺴﻴﻦ ﺍﻟﻤﺴﺘﻤﺮ ﻓﻲ ﺍﻟﻤﺆﺳﺴﺎﺕ ﻳﻔﻀﻞ ﺃﻫﻞ ﻛﺎﻳﺰﻥ ﺍﻟﺒﺪﺀ ﻓﻲ ﺗﺨﻔﻴﺾ‪3‬‬ ‫‪:‬‬ ‫وﺑﻌ َﺪ اﻟﺘﺨﺮ ِج وﻣﻔﺎرﻗ ِﺔ ﻫﺬا اﻟﺼﺮ ِح اﻟﺸﺎﻣ ِﺦ‪ ،‬اﻟﺬي َﺿ ﱠﻤﻨﺎ ﺑﻴ َﻦ ﺛﻨﺎﻳﺎ ُه‬
‫ﺍﻟﻄﻮﻳﻞ ﻟﺘﺨﻔﻴﻒ ﺍﻟﻬﺪﺭ ﻓﻲ ﺃﻱ ﻣﻦ‬ ‫ﺲ ﺳﻨﻮات ﻗﻀﺖ‪ ،‬ﺗﻌﻮ ُد ﺑﻨﺎ اﻟﺬﻛﺮﻳﺎ ُت اﻟﺠﻤﻴﻠ ُﺔ‪ ،‬وﺗﺼﺤﻮ ﺑﻨﺎ اﻟﻤﺸﺎﻫ ُﺪ‬
‫ﺍﺗﻟﻄﺼﻮﻨﺭﺎاﻋﻟﺕﻴﺘﻟﺔﺘﻨﺸﻭﻤﺍﻤﻟﻴﻞﻤﺎﺔﻟﻛاﻴﺎﻟﺔﻓﺔﻤ‪،‬ﻣﻨﻬﻟﺎﻨﻜﺣﻨﻴﻲﻬﺎﺍﺔﻟﻟﺤﻴﺳﺎﻤﺮﺓ‪.‬ﻋﻮﺎﻧﻥﻔﻇﺬﻔﻣﺕﺎﻲ ﻗﺴﺍﺗﻟﺨﻤﻢﻔﻮﻴﺭﺍﺿ)ﺾﻤﻫﺎﺪﺭﻫنﺪﺍاﺭﻟﻟﺘ ﺍﺠﻀﻟﺎﻮﺭﻤﻮدﺏﺭةﻱﻓﻲ) ﺍﻫﻟﺪﻤﺭﺼﺎﺍﻟﻹﺢ(ﺟﻬﺛﺎﻢﺩ‬ ‫ث‪ ،‬ﻟﻨﺴﺘﻌﻴ َﺪ ذﻛﺮﻳﺎ ِت ﻋﺒﻘ ْﺖ ﺑﺄﺣﻠﻰ أرﻳﺞ‪ ،‬و ﻧﺘﺬﻛ َﺮ ا ﻳﺎم اﻟﺨﻮاﻟ َﻲ اﻟﺘﻲ‬
‫ﺍﻟﻤﺠﺎﻻﺕ ﺍﻟﺴﺎﺑﻘﺔ ﻳﻌﺘﺒﺮ ﻛﺎﻳﺰﻥ ‪.‬‬ ‫ﺍﻟﻨﻈﺮﻳﺔ ﻓﻲ ﻋﺪﺓ ﻣﻴﺎﺩﻳﻦ ﺧﻼﻝ ﺇﻋﺎﺩﺓ ﺍﻟﺒﺪﻧﻲ( ﻭﺑﻌﺪﻫﺎ ﺗﺨﻔﻴﺾ ﻫﺪﺭ ﻣﻮﺩﺍ‬ ‫ﻫﺎ ﻋﻠﻰ ﻣﻘﺎﻋ ِﺪ اﻟﺪراﺳ ِﺔ‪ ،‬وﻓﻲ اﻟﺮدﻫﺎ ِت‪ ،‬وﻓﻲ ﻣﻜﺎﺗ ِﺐ ﻣﻌﻠﻤﻴﻨﺎ ا ﻋﺰاء‪،‬‬
‫ﻣ ْﻦ ﻳﻨﺒﻮ ِع اﻟﻌﻠﻢ اﻟﺬي ﻻ ﻳﻨﻀﺐ‪ ،‬وﻟﻌ ﱠﻞ أﻫ ﱠﻢ ﻣﺎ ﻳﻤﻴ ُﺰ ﻣﺴﻴﺮﺗﻲ اﻟﺪراﺳﻴ ِﺔ‪،‬‬
‫ﺑﺎﻟ ﻭﻭﺍﻜﻟﻻﻠﻤﻴﺗﺆﻘﺔﺳﺘﺴﺼﺮﻲ‬ ‫ﺇﺻﻼﺡ ﺍﻟﻴﺎﺑﺎﻥ ﺑﻌﺪ ﺍﻟﺤﺮﺏ ﺍﻟﻌﺎﻟﻤﻴﺔ ﺍﻟﺜﺎﻧﻴﺔ )ﺍﻟﻨﻔﺎﻳﺎﺕ ﺍﻟﺴﺒﻌﺔ(‪ .‬ﻭﺍﻟﻨﻔﺎﻳﺎﺕ ﺍﻟﺴﺒﻌﺔ ﻓﻲ‬ ‫ﺸﺮو ُع اﻟﻘﻨﺎ ِص )‪ (The Sniper‬اﻟﺬي أﺷﻌ ُﺮ ﺑﺎﻟﻔﺨ ِﺮ واﻟﺰﻫ ِﻮ ﺣﻴ َﻦ َﻳ ِﻌﻦ ﻓﻲ‬
‫ﺍﻟﻌﻤﻞ ﺍﺇﺩﺍﺭﻱ‬

‫ﺍﺳﺘﻌﻤﺎﻝ ﻫﺬﺍ‪4‬‬
‫‪ 4‬ﻣﺸﺮﻭﻉ ﺗﻄﻮﻳﺮ ﻭﻣﺮﺍﺟﻌﺔ ﺳﻴﺎﺳﺎﺕ ﻛﻠﻴﺎﺕ ﺍﻟﻌﻠﻮﻡ ﺍﻟﺘﻄﺒﻴﻘﻴﺔ‬ ‫ﺍﻟﻜﺎﻳﺰﻥ ﻋﻠﻰ‬ ‫ﺍدﻹاﻧرﺘﻳﺎﺝﺔﻣوﻊاﻟﻤﺎﻟﻴﺔ‬ ‫ﺍﺍدﻟا‪1‬ﻜﺋﺎ‪-‬ﻳﺮﺰةﺍﻥﻟاﻟﻬﻫﺪﻲﺭﺸ‪:‬ﻓﺆﻲوﺯﻳنﺎاﺩﺓ‬ ‫‪ ،‬ﻭﻣﻨﻟﺬﻘﺫﺎﻟءﻚاﻟﺍﻟﻤﺤﻴﻠﻦﺤﺍﻧﻖﺘﺸﻣﺮﻊﺕاﻟﻓﻔﻲﺎ ﻣﻴﺿﺎﺩﻞﻳﻦﻣﺪﻳﺮ‬
‫ﻭﺇﻧﻤﺎ ﻳﻤﻜﻦ‬ ‫ﺍﻷﻋﻤﺎﻝ ﻓﻲ ﻛﻞ ﺃﻧﺤﺎﺀﺍﻟﻌﺎﻟﻢ ‪.‬‬

‫ﺍﻟﻤﺒﺪﺃ ﻓﻲ ﺗﻄﻮﻳﺮ ﺍﻟﺬﺍﺕ ﺑﻨﺠﺎﺡ ﻛﺒﻴﺮ‪ ،‬ﻭﺫﻟﻚ‬ ‫ﺗﺴﺘﺨﺪﻡ ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﻟﻜﺎﻳﺰﻥ ﻓﻲ ﻛﺎﻓﺔ ﻗﻠﺔ ﺍﻟﻄﻠﺐ ‪.‬‬ ‫ص" ﺗﻄﺒﻴ ٌﻖ ﻫﺎﺗﻔ ٌﻲ ذﻛ ٌﻲ ﻟﻠﺘﻨﺒ ِﺆ ﺑﺠﺮﻳﺎ ِن ا ودﻳ ِﺔ ﻓﻲ اﻟﻄﺮﻗﺎ ِت‪ ،‬ﺗﺤ َﺖ إﺷﺮاف‬
‫ر ﻣﺤﻤﺪ ﻗﺎﻳﺪ‪ ،‬ا ﺳﺘﺎ ُذ اﻟﻤﺴﺎﻋ ُﺪ ﻓﻲ ﻗﺴ ِﻢ ﺗﻘﻨﻴ ِﺔ اﻟﻤﻌﻠﻮﻣﺎت‪ ،‬وﻗ ْﺪ‬
‫ﺑﺎﻟﻘﻴﺎﻡ ﺑﻌﻤﻞ ﺗﺤﺴﻴﻦ ﺻﻐﻴﺮ ﺃﻭ ﺗﻄﻮﻳﺮ‬ ‫ﻣﺠﺎﻻﺕ ﺍﻟﺤﻴﺎﺓ ﻣﻦ ﺃﺻﻐﺮﻫﺎ ﺇﻟﻰ ﺃﻛﺒﺮﻫﺎ‪ ،‬ﺍ‪ - 2‬ﺍﻟﻬﺪﺭ ﻓﻲ ﺍﻟﻮﻗﺖ ﺍﻟﻀﺎﺋﻊ‬ ‫اﻟﻤﺸﺮو ُع ﻋﻠﻰ اﻟﻤﺮﻛ ِﺰ ا و ِل‪ ،‬ﻛﺄﻓﻀ ِﻞ ﻣﺸﺮو ِع ﻃﻼﺑ ﱢﻲ ﻋﻠﻰ ﻣﺴﺘﻮى‬
‫ﻭﻫﻲ ﺍﻣﺳﺘﺮﺴﺍﺗﺘﻴﺠﺠﻴﺔﺪاﻣﻌتﺎاﻛﻟﺴﻬﺔﻴﻟﺌﻠﺘﺔﺠاﺪﻟﻳﻌﺪ‪،‬ﻤﺣﺎﻴﻧﻴﺚﺔ ﻟﻼﻓﻋﻲﺘ ﺍﻤﻻﺎﻧﺘدﻈاﺎﺭ‪.‬ﻛﺎدﻳﻤﻲ‬
‫ﺑﺴﻴﻂ ﻓﻲ ﺃﺣﺪ ﺟﻮﺍﻧﺐ ﺍﻟﺤﻴﺎﺓ ﻭﺍﻻﺳﺘﻤﺮﺍﺭ‬ ‫اﻟﻌﻠﻮ ِم اﻟﺘﻄﺒﻴﻘﻴ ِﺔ ﻗﺎﻃﺒﺔ ‪.‬‬
‫ﺗﻄﺒﻴﻖ ﻣﺸﺮﻭﻉ ﻣﺆﺷﺮﺍﺕ ﺍﻷﺩﺍﺀ ﻋﻠﻰ ﻛﻠﻴﺔ ﺍﻟﻌﻠﻮﻡ‬ ‫‪5‬‬ ‫ﻋﻠﻴﻪ ﻟﻔﺘﺮﺓ‪ ،‬ﺛﻢ ﺍﻟﻘﻴﺎﻡ ﺑﺘﻌﺪﻳﻞ ﺁﺧﺮ ﺑﺴﻴﻂ‪5‬‬ ‫ُﺪ ﻓﻜﺮ ُة اﻟﻨﻈﺎ ِم ﻋﻠﻰ اﻟﺒﻴﺎﻧﺎ ِت ا رﺷﻴﻔﻴ ِﺔ ﻟﻘﺮاءا ِت ا ﺣﻮا ِل اﻟﺠﻮﻳ ِﺔ‪،‬‬
‫ﺍﻟﺘﻄﺒﻴﻘﻴﺔ ﺑﻌﺒﺮﻱ‬ ‫ِﻦ ﻧﻤﺎذ َج ﻣﻌﻴﻨ ٍﺔ ﺑﻨﺎ ًء ﻋﻠﻴﻬﺎ )‪ . ( Modeling‬وﻳﻬﺪ ُف اﻟﻤﺸﺮو ُع اﻟﻰ‬
‫ﻭﺍﻻﺳﺘﻤﺮﺍﺭ ﻋﻠﻴﻪ ﻟﻔﺘﺮﺓ ﻭ ﻫﻜﺬﺍ‪ .‬ﻭﻫﺬﺍ‬ ‫ﺃﻥ ﺍﻟﺘﺠﺪﻳﺪ ﻳﻄﺒﻖ ﺍﻟﺘﻐﻴﻴﺮﺍﻟﺠﺬﺭﻱ ﺍﻟﺸﺎﻣﻞ‪ ،‬ﺍ ‪ - 3‬ﺍﻟﻬﺪﺭ ﻓﻲ ﺣﺮﻛﺔ ﺍﻟﻤﻮﻇﻔﻴﻦ‬ ‫ﺪ ِة ﻗﺎﺋ ِﺪ اﻟﻤﺮﻛﺒ ِﺔ ﻓﻲ ﺗﺤﺪﻳ ِﺪ اﻟﻄﺮﻳ ِﻖ‪ ،‬وﻣﻌﺮﻓ ِﺔ ﻣﺎ إذا ﻛﺎﻧ ْﺖ ا ودﻳ ُﺔ اﻟﺘﻲ‬
‫ﺃﻣﺎ ﺍﻟﻜﺎﻳﺰﻥ ﻓﻬﻮ ﻳﻄﺒﻖ ﺍﻟﺘﻐﻴﻴﺮ ﺍﻟﻤﺘﺪﺭﺝ ﻭﻫﻲ ﺗﺤﺼﻞ ﻣﺜﻼ ﻋﻨﺪ ﺍﻻﺿﻄﺮﺍﺭ ﻟﻠﺘﻨﻘﻞ‬
‫ﺃﺳﻬﻞ ﺑﻜﺜﻴﺮ ﻣﻦ ﻣﺤﺎﻭﻟﺔ ﺍﻟﻘﻴﺎﻡ ﺑﺘﻌﺪﻳﻞ‬ ‫ﻧﻔﺲ‬ ‫ﺗﺠﺖ‬ ‫ﺑﻴﻦ ﺃﻣﺎﻛﻦ ﺍﻟﻌﻤﻞ ﺍﻟﻤﺘﻔﺮﻗﺔ‬ ‫ﻟﻄﺮﻳ َﻖ ﻓﻲ ﺣﺎﻟ ِﺔ ﺟﺮﻳﺎ ٍن أ ْم ﻻ ‪.‬‬
‫ﺑﺄﻗ ﺍﻟﻼﻤﺆمﺳﻃﺴﺔﻼﺑﻹﻧﻨﺎﺠﺎﺯ ﻋﻤﻞ ﻣﺎ ‪.‬‬ ‫ﺍﻟﻟﻠﻤﻮﺴﺻﺘﺗﻮﻤﻝﺮﺠ ﺇﺮﻟﺑﺑﻰﺎﺘ ﺍﺳﻲﻟﺘﻬﺨﻓﺪﺪﺍﻲﻑاﻡﻟﻭﺍﻟﺤﻨﺧﻴﺠﺎﻄﺎﻮةﺡﺍاﻟﻭﺕﺍﻟﺠﻤﺎﺤﺻﺎﻣﻓﻐﻌﻴﻈﺮﻴﺓﺔﺔ‬ ‫ﻮﻳ ُﺮ اﻟﻨﻈﺎ ِم ﻋ ْﻦ ﻃﺮﻳ ِﻖ ﺗﺤﺪﻳ ِﺪ ﻧﻘﺎ ِط ﻗﻄ ِﻊ ا ودﻳ ِﺔ ﻟﻠﻄﺮ ِق أو ًﻻ‪ ،‬ﺛ ﱠﻢ ﺟﻤ ِﻊ‬
‫ﻓﺎﻟﻬﺪﻑ ﻣﻦ ﺍﻟﻔﺴﻠﻔﺔ ﺍﻟﺘﺮﻛﻴﺰ ﻋﻠﻰ ﻣﺮﺣﻠﺔ‪6‬‬ ‫ﺎ ا رﺷﻴﻔﻴ ِﺔ‪ ،‬وﺑﻌﺪﻫﺎ ﻳﺘﻢ ﺗﺤﻤﻴﻠﻬﺎ ﺑﺎﺳﺘﺨﺪا ِم أﺣ ِﺪ ﺑﺮاﻣ ِﺞ ‪DATA‬‬
‫ﻛﺒﻴﺮ ﻭﺟﺬﺭﻱ ﻓﺠﺄﺓ ﻓﻲ ﺣﻴﺎﺓ ﺍﻟﺸﺨﺺ‪.‬‬ ‫‪ M‬اﻟﺬي ﻳﻌﺘﻤ ُﺪ ﻋﻠﻰ ﺗﻘﻨﻴ ِﺔ ‪ NEURAL NETWORK‬ﻟﻌﻤ ِﻞ )ﻧﻤﺬﺟ ٍﺔ(‬
‫ﻮى ﺗﺪﻓ ِﻖ ا ودﻳ ِﺔ وﻛﻤﻴ ِﺔ ا ﻣﻄﺎر ‪ ،‬وﺑﺎﺳﺘﺨﺪا ِم اﻟﺘﻄﺒﻴ ِﻖ اﻟﺬي ﺗ ﱠﻢ‬
‫ﺍﻟﺘﺤﺴﻴﻦ ﻭﺍﻟﺘﻄﻮﻳﺮ ﺍﻟﺪﺍﺋﻢ ﻓﻲ ﺣﻴﺎﺓ ﺍﻟﻔﺮﺩ ‪،‬‬ ‫ﺍ‪- 4‬ﺍﻟﻬﺪﺭ ﻓﻲ ﺍﻟﻨﻘﻠﻴﺎﺕ ﻭﻳﺤﺼﻞ‬ ‫ﻋﻠﻴﻪ ﻋﻠﻰ ﺍﻟﻤﺪﻯ ﺍﻟﻄﻮﻳﻞ ‪.‬‬ ‫ُه ﻋﻠﻰ ﻧﻈﺎ ِم "ا ﻧﺪروﻳﺪ" ‪ ،‬ﺣﻴ ُﺚ ﻳﻘﻮ ُم اﻟﺴﺎﺋ ُﻖ ﺑﺘﺤﺪﻳ ِﺪ ﻧﻘﻄ ِﺔ ﺑﺪ ِء إﻧﻄﻼﻗ ِﻪ‬
‫ﻬﺎ‪ ،‬ﻟﻴﺤﺪ َد ﻟﻪ اﻟﻨﻈﺎ ُم ﺑﻌ َﺪ ذﻟﻚ ﻧﻘﺎ َط ﻋﺒﻮ ِر ا ودﻳ ِﺔ‪ ،‬ﻣ َﻊ ﻣﻘﺎرﻧ ٍﺔ ﻟﺤﺎﻟ ِﺔ‬
‫ﺳﻮﺍًﺀ ﺃﻛﺎﻥ ﻫﺬﺍ ﺍﻟﺘﺤﺴﻴﻦ ﻓﻲ ﻧﻔﺴﻪ‪ ،‬ﻋﻤﻠﻪ‪،‬‬ ‫ﻋﻨﺪ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻤﻌﺎﻣﻼﺕ ﺍﻟﻮﺭﻗﻴﺔ ﺑﺪﻝ‬ ‫ﺲ اﻟﺤﺎﻟﻴ ِﺔ ﻣﻊ اﻟﻨﻈﺎ ِم )اﻟﻨﻤﺬﺟ ُﺔ (‪ ،‬وﻛﻨﺘﻴﺠ ٍﺔ ﻧﻬﺎﺋﻴ ِﺔ‪ ،‬ﻳﻘﻮ ُم اﻟﺘﻄﺒﻴ ُﻖ‬

‫ﺳﻠﻮﻛﻪ‪ ،‬ﺃﺧﻼﻗﻪ‪ ،‬ﻧﻤﻂ ﺛﻘﺎﻓﺘﻪ‪ ،‬ﻧﻈﺮﺗﻪ‬ ‫ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ‪.‬‬ ‫ﻭ‪ -1‬ﻭﺍﻷﺳﺎﺱ ﻓﻲ ﺍﻟﻜﺎﻳﺰﻥ ﻫﻮ‬ ‫اﻟﺘﻨﺒﻴﻬﺎ ِت ﺣﻮ َل ﻣﺎ إذا ﻛﺎﻧ ِﺖ ا ودﻳ ُﺔ ﻓﻲ ﺣﺎﻟ ِﺔ ﺟﺮﻳﺎ ٍن أم ﻻ‪.‬‬
‫وأﻧﺎ أﻗ ِﻄ ُﻒ ﺛﻤﺎ َر ﺳﻨﻮا ِت ا ﺟﺘﻬﺎ ِد واﻟﻌﻤ ِﻞ اﻟﺠﺎ ِد‪ ،‬ﻓﻬﺄﻧﺬا أﻋﻮ ُد اﻟﻰ ﻣﻘﺎﻋ ِﺪ‬
‫ﻟﻠﺤﻴﺎﺓ‪ ،‬ﻭﻃﺮﻳﻘﺔ ﺗﻌﺎﻣﻠﻪ ﻣﻊ ﺍﻵﺧﺮﻳﻦ ‪.‬‬ ‫ﺍﻟﻌﻤﻞ ﻋﻠﻰ ﺇﺯﺍﻟﺔ "ﻣﻮﺩﺍ" ﻭﻫﻲ ﻛﻠﻤﺔ ﻳﺎﺑﺎﻧﻴﺔ ﺍ ‪- 5‬ﺍﻟﻬﺪﺭ ﻓﻲ ﺍﻟﻌﻤﻠﻴﺎﺕ ﻭﻳﺤﺼﻞ‬ ‫ِﺔ ﺛﺎﻧﻴ ًﺔ‪ ،‬ﻳﻠﻔﻨﻲ اﻟﺸﻮ ُق واﻟﺤﻨﻴ ُﻦ إﻟﻰ اﻟﻜﺘ ِﺐ واﻟﻤﺮاﺟ ِﻊ وﻣﻮاﻗ ِﻊ اﻟﻤﻌﺮﻓﺔ‪،‬‬
‫ﺗﻌﻨﻲ ﺍﻟﻬﺪ‪ .‬ﺣﻴﺚ ﺃﻥ ﺍﻟﻬﺪﺭ ﺛﻼﺙ ﺃﻧﻮﺍﻉ ﻣﺜﻼ ﻋﻨﺪ ﺗﻄﻠﺐ ﻋﻤﻞ ﻣﺎ ﺗﻮﻗﻴﻊ ﻭﺍﻋﺘﻤﺎﺩ‬ ‫ﻣﺴﻴﺮﺗﻲ ﻓﻲ اﻟﺪراﺳﺎ ِت اﻟﻌﻠﻴﺎ ﺑﻌﺪ ﻗﺒﻮﻟﻲ ﻓﻲ ﺑﺮﻧﺎﻣ ِﺞ اﻟﻤﺎﺟﺴﺘﻴﺮ ﻋﻠﻰ‬
‫ﻋﺪﺓ ﺟﻬﺎﺕ ﻣﺨﺘﻠﻔﺔ ﺑﻴﻨﻤﺎ ﻳﻤﻜﻦ ﺗﺨﻔﻴﺾ‬ ‫زار ِة اﻟﺘﻌﻠﻴ ِﻢ اﻟﻌﺎﻟﻲ‪ ،‬وﺑﺖ ﻋﻠﻰ ﻳﻘﻴ ٍﻦ أ ﱠن اﻟﻨﺠﺎ َح اﻟﺬي وﺻﻠ ُﺖ إﻟﻴ ِﻪ ﻟﻢ ﻳﻜ ْﻦ‬
‫ﺃﺳﺎﺳﻴﺔ ‪:‬‬ ‫ﻣﺴﺘﺴﺎﻏ ًﺔ‪ ،‬وأ ﱠن ﻋﻠﻰ اﻟﻤﺮ ِء أ ْن ﻳﻮاﺻ َﻞ ﻃ ْﺮ َق اﻟﺒﺎ ِب ﺣﺘﻰ ﺗﺘﻘﺮ َح ﻣﻔﺎﺻ ُﻞ‬
‫ﺫﻟﻚ ﺑﺪﻭﻥ ﺍﻹﺿﺮﺍﺭ ﺑﺠﻮﺩﺓ ﺍﻟﻌﻢ ‪.‬‬ ‫ﻪ‪ ،‬و ﻣﺮ ًة ﺑﻌ َﺪ ﻣﺮة‪ ،‬ﺳﻴﻮﺻ ُﺪ اﻟﺒﺎ ُب ﻓﻲ وﺟ ِﻪ اﻟﻤﺮ ِء ﻓﻴﺘﻌﺜ َﺮ وﻳﻘ َﻊ‪ ،‬وﻟﻜ ْﻦ‬

‫ﺍ ‪- 6‬ﺍﻟﻬﺪﺭ ﻓﻲ ﻋﻤﻠﻴﺎﺕ ﺍﻟﺠﺮﺩ‬ ‫ﻣﻮﺩﺍ‪ :‬ﺃﻱ ﻫﺪﺭ ﻳﺤﺪﺙ ﻓﻲ ﺍﻟﻮﻗﺖ ﺃﻭ ﺍﻟﻤﺎﻝ‬ ‫ن ﻳﻨﻬ َﺾ ﻣ ْﻦ ﻋﺜﺮﺗ ِﻪ‪ ،‬وﻳﻮاﺻ َﻞ ﻗﺮ َع اﻟﺒﺎ ِب ﺣﺘﻰ ُﻳﻔﺘ َﺢ ﻟ ُﻪ ﻋﻠﻰ ﻣﺼﺮاﻋﻴﻪ‪.‬‬
‫ﻭﻳﺤﺼﻞ ﻋﻨﺪ ﻏﻴﺎﺏ ﻋﻤﻠﻴﺎﺕ ﺍﻟﺘﻮﺛﻴﻖ‬ ‫ﻭﻳﻘﺴﻢ ﻟﺴﺒﻌﺔ ﺃﻗﺴﺎﻡ ﻫﻲ ﺍﻟﻨﻔﺎﻳﺎﺕ‬

‫ﻭﺍﻟﺠﺮﺩ‪.‬‬ ‫ﺍﻟﺴﺒﻌﺔ ‪.‬‬
‫ﻩ‪-2‬ﻣﻮﺭﺍ‪:‬ﺍﻟﻬﺪﺭ ﺑﺴﺒﺐ ﺍﻟﺘﻀﺎﺭﺏ‬
‫ﺍ‪- 7‬ﺍﻟﻬﺪﺭ ﺑﺴﺒﺐ ﺍﻟﻌﻴﻮﺏ ‪٢‬‬ ‫ﻓﻲ ﺍﻟﺼﻼﺣﻴﺎﺕ ﺃﻭ ﻓﻲ ﺍﻷﻋﻤﺎﻝ ﻣﺜﻞ‬

‫ﺍﻟﻤﺼﻨﻌﻴﺔ ﻭﻳﺤﺼﻞ ﻣﺜ ًﻼ ﺑﺴﺒﺐ ﺿﻌﻒ‬

‫‪[email protected]‬‬ ‫ﺍﻹﺷﺮﺍﻑ ‪:‬‬ ‫ﺍﻟﺘﺪﻗﻴﻖ ﺍﻟﻠﻐﻮﻱ ‪:‬‬ ‫ﺃﺳﺮﺓ ﺍﻟﺘﺤﺮﻳﺮ ‪:‬‬ ‫ا ﺧﺮاج‪:‬‬
‫ﺑﺪرﻳﺔ اﻟﻬﻨﺎﺋﻴﺔ‬
‫)‪QA Newsletter, Issue 01 (Arabic Version‬‬ ‫ﺃ‪ .‬ﺛﺮﻳﺎ ﺑﻨﺖ ﻣﺤﻤﺪ ﺍﻟﻤﻌﻤﺮﻳﺔ‬ ‫ﻏﺎﻳﺔ ﺍﻟﺸﻌﻴﻠﻴﺔ‬ ‫ﺃ‪ .‬ﺛﺮﻳﺎ ﺑﻨﺖ ﻣﺤﻤﺪ ﺍﻟﻤﻌﻤﺮﻳﺔ‬
‫‪Social Media‬‬ ‫ﺃ‪ .‬ﺃﻣﻴﻨﺔ ﺑﻨﺖ ﺷﻮﻳﺮﺩ ﺍﻟﻴﻌﻘﻮﺑﻴﺔ‬ ‫ا ﺷﺮاف‪:‬‬
‫ﺍﻟﺘﺼﻤﻴﻢ ﻭﺍﻹﺧﺮﺍﺝ ‪:‬‬ ‫أ‪ .‬ﺛﺮﻳﺎ ﺑﻨﺖ ﻣﺤﻤﺪ اﻟﻤﻌﻤﺮﻳﺔ‬
‫‪@ibriquality‬‬ ‫ﺃ‪ .‬ﻟﻘﺎﺀ ﺑﻨﺖ ﻣﺤﻤﺪ ﺑﻦ ﺳﻠﻴﻢ‬
‫‪ ce‬ﺭ‪an‬ﺣ‪r‬ﻤ‪u‬ﺔ‪s‬ﺍ‪s‬ﻟ‪a‬ﻌ‪y‬ﺪ‪t‬ﻭ‪li‬ﻳ‪a‬ﺔ‪ibri-qu‬‬ ‫ﺛﺮﻳﺎﺑﻨﺖ ﺳﺎﻟﻢ ﺍﻟﻌﺒﺮﻳﺔ‬
‫‪Ibri Quality Assurance Dep‬‬

‫)‪QA Newsletter, Issue 02 (Arabic Version‬‬

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Accolades for Ibri QA Newsletter
2nd Issue Participants

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Recommended Reading

Strategy Maps: Converting Intangible Assets into Tangible Outcomes

More than a decade ago, Robert S. Kaplan and David P. Norton introduced the Balanced
Scorecard, a revolutionary performance measurement system that allowed organizations
to quantify intangible assets such as people, information, and customer relationships.
Then, in The Strategy-Focused Organization, Kaplan and Norton showed how organizations
achieved breakthrough performance with a management system that put the Balanced
Scorecard into action.
Now, using their ongoing research with hundreds of Balanced Scorecard adopters across
the globe, the authors have created a powerful new tool--the «strategy map»--that enables
companies to describe the links between intangible assets and value creation with a clarity
and precision never before possible. Kaplan and Norton argue that the most critical aspect
of strategy--implementing it in a way that ensures sustained value creation--depends on
managing four key internal processes: operations, customer relationships, innovation,
and regulatory and social processes. The authors show how companies can use strategy
maps to link those processes to desired outcomes; evaluate, measure, and improve the
processes most critical to success; and target investments in human, informational, and
organizational capital. Providing a visual «aha!» for executives everywhere who can›t figure
out why their strategy isn›t working, Strategy Maps is a blueprint any organization can
follow to align processes, people, and information technology for superior performance.
http://www.amazon.com/Strategy-Maps-Converting-Intangible-Tangible/dp/1591391342

Call for Contributions To EDITORIAL BOARD
QA Newsletter (4th Issue)
Editor- In -Chief:
Dear colleagues, Dr. Jehad Mahmoud Bani-Younis
Have you attended an interesting training or a workshop lately? or Editor:
read an interesting book? Have you used a new tool or application Mrs. Thuraiya Al Mamari
/sofware you picked up and want everyone know about ? If you are Editorial Coordinator:
interested in sharing your experiences, ideas, opinions and good Dr. Satya Prasad
practices, here is your chance! Sub-Editor:
Submit an article to the Quality Assurance Department for the coming Mrs. Taiba Al Waili
issue of the QA Newsletter! Design & Layout:
Please send an article of (300-700 words) to the following email Ms. Laila Al-Jahwari
address: Eman Al Rashdi
[email protected] Sumaya Al Sulaimi
Editorial Team:
Readers Views Mrs. Amina Al Yaqoobi
Ms. Leqaa Mohammed
In our constant efforts to improve the content and look of our News-
letter, we would like to invite our readers to give us their feedback
as well as suggestions. Readers can mail their views to:
[email protected]

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